The Honesty of Integrity:
How Bad Do We Want It?
by David Streight
In some ways, adults play more important roles than students in
developing honest behavior. Are we up to doing our part?
U
nfortunately, we are not binary entities: not good or bad, honest or
dishonest. We behave along a continuum. Sometimes we lie, sometimes
we don’t. Truthfulness is not a habit of the heart, it’s moral behavior influenced by how self-regulated we are—intrinsic versus extrinsic motivation—and
even more heavily affected by the quality of relationships and the fairness of consequences. If adults want truthfulness on a case by case basis, we need careful
appraisal of the latter: relationships and consequences. If we want truthfulness
as a more permanent character trait, then we need both relationships and
consequences, and then for them to be heavily supplemented by intentional work
to foster intrinsic motivation in kids. Let’s look at these factors.
Costs / Benefits Factor
Kids, like adults, appear to go through a set of calculations when put on the spot:
• What are the costs of telling the truth?
How close are my connections with teachers and parents? How much will the
relationship suffer? How much embarrassment will come from telling the truth?
How harsh will the punishment be? The higher the costs, the greater the chances
that a lie will result. Note the role relationships play: losing the trust of beloved adults
entails a far greater loss than losing the trust of adults for whom one has little respect.
Page 8 Winter 2014
CSEE Connections